13 learners to think about the sociopolitical nature of the texts to which they listen,
certainly an important consideration in an interconnected world. The concern of this research is in CLS 1. Therefore, the researcher feels the
urge to explain deeper about CLS 1. There are some activities required in CLS 1, which are listening and speaking. Speaking activities begin with impromptu
speech, argumentative presentation, and persuasive speech. Meanwhile, listening activities include listening for details, note taking, summarizing, and paraphrasing.
Both speaking and listening activities go through the same themes. CLS 1 academic year 20142015 syllabus states that there are three major themes which are used in
that semester. Those themes are technology, health, and environment. To support those activities, there are some supporting teaching media which
are used in CLS 1. Tavil 2010 states that teaching integrated course is more effective when it is engaged by media. The media which are used in CLS 1 are from
various online sources, podcasts, videos, and movies. Videos appear as one of the teaching media which is commonly used in CLS 1.
Video-Based Learning
Smaldino 2012 defines video as some motion pictures which have message gathered in electronic media format. He also says that video can facilitate
the students to learn and to prepare them for the real work in the future. Yousef, Chatti, Schroeder 2014 also believe that video-based learning is a rich and
powerful model used in English second language class to improve the learning outcomes as well as the learner
s’ satisfactions. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
a. Special Attributes of Video
Video is one of the media to produce a realistic image of the world. However, video cannot be separated from the basic attributes of video itself which
are the ability to manipulate temporal and spatial perspectives Smaldino, 2012. He also adds that there are four special attributes. Those are manipulation of time,
manipulation of place, animation and video convention. Duration in the video can be adapted based on the purpose of the video; it
can be decreased or increased. That is what is called by manipulation of time. There are three types of time manipulation. First, removal of time deals with deleting some
scene. Second, compression of time which is usually called by time lapse. The last expansion of time is called slow motion technique. Videos can also manipulate a
place. He also says that by videos, students can get the information although it happens miles away from the students. The students can also watch two events at
one time and a place through videos. The next special attribute is animations. The purpose of the animations are
to draw the complex process into a simple way. Smaldino 2012 states animation is a combination of photographs, drawing, or computer images with some small
movements in a short time in one frame. He says that the flexibility of a video makes a video can be modified based on the purpose which is called by convention. This
technique is important but is not commonly used by people who do not know about multimedia. This technique requires more attention from the teacher because some
students will not be familiar with this technique. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Cognition Physiology
Emotion
b. Students’ Motivation
Sherman 2003 also states that video- based learning can increase students’
motivation in learning. This part provides some theories related to the nature of students’ motivation. Harmer 2001 says that motivation is an internal support
which drives people to have and to achieve something. Schunk 2008 also states that “motivation is a process whereby goal-directed activity is instigated and
sus tain”. In other words, motivation is a process in individual’s conscious towards
something that heshe is trying to attain. There are three sources of motivation. Those are emotion, cognition, and
physiology. Emotion is a feeling which can activate the willingness to do the action. Next, cognition is a thought which can affect the action. Meanwhile, physiology is
an adrenaline which can produce fight responses. Each source has their own relationship to the other sources. The relationship between those three sources is
presented in a diagrammatic form.
Figure 2.1. The relationship of motivation’s sources adopted from McNamara 2000
16 Therefore, motivation is also important in an educational environment.
According to Schunk 2008, motivation can affect both new learning and also the previous learning. Students’ motivation is also important for the language learners.
At this point, the motivation is not only to learn the language but also to motivation new experiences.
Motivation affects what learners pay attention to and how effectively they process it. For instance, motivated learners often make a concerted effort to
truly understand classroom material —to learn it meaningfully—and
consider how they might use it in their own lives Eccles Wigfield, 1985; Pintrich Schunk, 2002; Pugh Bergin, 2006 as cited in Ormrod, 2014,
p.2
In short, motivation includes the relation of learning and action. It is affected by what students do and learn. Motivation is also important because of its potential
link to the achievement in the students’ daily lives and in the future Choy, 2005.
There are two types of motivation, those are intrinsic motivation and extrinsic motivation. Those two types of motivation have their own characteristics.
Harmer 2001 says intrinsic motivation is a motivation to engage something for their own purpose. While extrinsic motivation is a motivation to do something only
for fulfilling the purpose. In short, extrinsic motivation comes from outside forces. For illustration, the students are active answering the questions because they believe
that it will result in desirable outcomes such as extra points, applauses, or teacher praise Schunk, 2008.
Meanwhile, intrinsic motivation is usually done to get the satisfaction. This kind of motivation comes from within a person. Lepper and Hodell 1989 as cited
in Schunk 2008 state that there are four sources of instincts motivation: challenge, curiosity, control, and fantasy. Motivation comes when the students feel some
17 challenges in their learning. Moreover, they will be more motivated because they
want to achieve the challenge. Next is curiosity by providing extraordinary material as an illustration, for instance, the students are given the material which makes them
to think because they do not really familiar with it. It makes them feel curious and feel motivated to know what the material is about Barlyne, 1960, 1963; Hunt, 1963;
Lepper Hodell, 1989 as cited in Schunk 2008. Third, a control is also an important source of intrinsic motivation. Teachers can provide the students with a
choice and a sense of control. The students can choose their own role in learning the language. Therefore, they will be more motivated to do their own jobs and to
attain their responsibilities for their choices. Last, fantasy. Lepper Hodell, 1989 as cited in Shunck, Pintrich, Meece 2008 state that “fantasy is the activities that
involve learners in fantasy and make-believe through simulations and games that present with a situation that is not actually presents
” p.236.
c. Students’ Achievement
According to Smaldino 2012, various videos bring larger education resource for students to improve themselves in four aspects. Those are cognitive,
affective, psychomotor, and interpersonal. First is a cognitive achievement. The students can gather more knowledge
through video and know how something can happen. The students can also be motivated because of the color, sound, and motion which appear in the video.
The story in a video will bring a good eff ect in students’ attitudes for their
affective achievement Smaldino, 2012. The story in the video will touch students’
18 emotion. Therefore, they will change their perspective. Through video, students can
learn other cultures from many countries around the world which will lead them to respect those cultures.
Smaldino 2012 states that students’ motoric skill can be stimulated through video. For instance, there is in a video about the process of the rain, teachers
can play the video and then stop it in one time. The teachers can ask the students to explain the detail after watching the video. This activity can activate their motoric
system. The students can also get the interpersonal achievement. Videos will also facilitate the students to develop their interpersonal skill. It can be done through the
case studies, discussions, and also observations on the behavior of others Smaldino, 2012.
d. Advantages of Video-Based Learning
Video-based learning also brings some advantages for the students. Smaldino 2012 finds seven advantages of video-based learning. Those are motion,
risk-free observation, dramatization, affective learning, problem-solving, cultural understanding, establishing togetherness. Joynt 2008 states that language model
also is one of the advantages of video-based learning. Motions are important in learning because it attracts the students and will
help the students to understand better. Smaldino 2012 says motions give more benefits than a picture. It allows students to organize information more effectively.
In addition, they also will be able to prior knowledge DiCarlo 1994 as cited in Joynt, 2008. Videos bring a story which relates to people personalities called
19 dramatization. Referring to that point, the students can learn, observe, and analyze
human interaction in real life. It can also increase their motivation. Videos as learning materials, based on Hovland, Lumsdaine Sheffield 1949 as cited in
Yousef, Chatti, Schroeder 2014 is to capture the attentions of learners. It can also increase their motivations and enhance their learning experiences. Sherman
2003 states the power of motivation is by concentration on a short sequence. Videos also bring people to understand and enjoy the real things.
Videos can lead the students to build their emotional and personalities through the story of the video. Smaldino 2012 states that documentary videos
often give a good impact on students’ attitude. Those advantages will also bring the
students to develop their cultural understanding. Videos can help the students to develop compassion to respect other cultures by showing their daily life. Sherman
2003 says that videos are a window which gives access to global culture product. The students can know how people life, think and behave.
Video-based learning also brings advantages in the development of students’ linguistics skills. That is called as a language model. Sherman 2003
states that videos provide up to date linguistic resource of accent, vocabulary, grammar, syntax, and all kinds of language features. Sometimes, videos will
provide some specific language items. Joynt 2008 says it also allows students to witness current and authentic examples of various linguistic situations that would
be found in the target culture. The last three advantages are problem solving, build togetherness, and risk-
free observation. Videos facilitate the students to discuss a certain situation. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 students can think how to solve the problem. They can also work in a group to solve
the problem or at least watch videos together. That condition will facilitate the students to develop their social skill. Smaldino 2012 states that it can build up a
common base of an experience to discuss an issue effectively. Smaldino 2012 states the reason why video is risk-free observation. It is because videos give a
chance to the students to see dangerous phenomena directly without any risk, for instance, the phenomena of an eclipse, volcano eruption, civil war, warfare.
Summary of The Toughest Place to be a Binman
The Toughest Place to be a Binman is one of documentary series of The Toughest Place to be a series by BBC Two. This program is to challenge English
worker to do their job in some toughest condition and place around the world. The producer of this program is Simon Davies. The Toughest Place to be a Binman is a
video published in a second series, episode one of this program. The film firstly aired on BBC on 29 January 2012.
The Toughest Place to be a Binman is a video which shows the different conditions between an English binman and an Indonesian binman. The video also
shows the different environment between London and Jakarta. The English binman heads to Jakarta to have ten days spent with a local binman. He does all the jobs of
an Indonesian binman which is very different from what he is usually done in London. This video shows the negative side of Indonesia in term of trash.
This video belongs to a documentary video because a documentary video is always related to a real life; a true story about a real situation and people Smaldino,
21 2012. The purpose of documentary videos is to bring a real life or an event into the
class. Grifeu 2011 says a documentary is one of the most powerful and efficient tools to explain non-fictional stories of reality. Documentary videos have often been
found to a measurable impact on students’ attitudes. Sherman 2003 defines
documentary as a program which shows facts or opinion about one subject in a quite long duration and highly-planned program.
According to Sherman 2003 documentary has two sections. The first section will start with a teaser about what their concern in a statement, a question,
or they will explain what they want to do. Next section is to present and explain, tell the story, answer the question. In an educational field, documentaries have a lot
of scopes usually, they are topical but the durations are longer than news Sherman, 2003.
Environmental Awareness
In an educational field, awareness is defined as the time when students are noticing by paying attention to what the teacher taught Lier, 1996. It means that
the students focus on one’s consciousness or one powerful meaning and they are ready to process it. The process, in this occasion, means the ability of the students
to make a connection between what they are perceived and how it is related to outside world Lier, 1996. Bocher, W 2005 as cited in Kolmuss Agyman
2002 also states that awareness involves incorporating knowledge of contemporary issues, discovers what action which can make a difference for
surrounding and also a self-awareness. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22 Meanwhile, Kolmuss Agyman 2002 define environmental awareness as
an individual perception on the impact of human activities and the environment. Dunlap Jones 2002 as cited in Yadav Pathak 2013 state that environmental
awareness is “the degree to which people are aware of problems regarding the
environment and support efforts to solve them or indicate the willingness to contribute personally to their solution” p. 2938. The more someone has awareness
about environmental issues, the more he has pro-environmental behavior. Hines, Hungerford Tomera 1987 as cited in Yadav Pathak 2013 also argue that an
environmental awareness and pro-environmental behavior have a direct relationship.
According to Kollmus Agyman 2002, a pro-environmental behavior is “a behavior that consciously seeks to minimize the negative impact of one’s actions
on the natural and built world” p.240. Pro-environmental behavior is a real action that the people do for the environment around them. There are some aspects that
influence pro- environmental behavior based on Ajzen and Fishbein’s theory as
cited in Kollmus Agyman 2002. First is knowledge of issues. In this aspect, environmental problem and
issues have to be known well because it will be the knowledge for a person. Second, knowledge of action strategies which lead the person to know how shehe helps to
decrease the environment damage. Third is locus control which related to an individual perception about their ability to do changes.
Locus control represents an individual’s perception of whether he or she
has the ability to bring about change through his or her own behavior. People with a strong internal locus of control believe that their actions can
bring about change. People with an external locus of control, on the other PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23 hand, feel that their actions are insignificant, and feel that change can only
be brought about by powerful others. Kollmus Agyman, 2002, p.243 Fourth is attitudes. Attitudes also influence pro-environmental behavior. The
stronger the attitudes, the more pro-environmental behavior is achieved. Next is verbal commitment. A verbal commitment is defined as a communicated
willingness to have some action towards the environment and also showed the willingness to the other people that heshe wants to engage in a pro-environmental
behavior. Last, an individual sense of responsibility. Someone who wants to have a pro- environmental behavior must have a high individual sense of responsibility
because the higher people ’s responsibility toward the environment, the closer they
engage in a pro-environmental behavior.
B. Theoretical Framework
The researcher synthesizes this theoretical framework to answer problem formulation. The problem formulation is “what does watching The Toughest Place
to be a Binman video mean to students in CLS 1? ”. CLS 1 is one of the courses in
English Language Education Study Program, Sanata Dharma University. This course is an integrated course between listening and speaking. Integrated language
teaching is one of the powerful strategies to learn a language in a whole way Oxford, 2011. Myres Hilliard 1997 as cited in Tajzad Namaghi 2014
believe, integrated learning can motivate language learners to have meaningful understanding of language by accessing authentic language learning. Therefore,
there are some authentic media that are used to support teaching learning activities PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 in CLS 1. One of authentic teaching media which has been implemented in CLS 1
is videos. Yousef, Chatti, Schroeder 2014 state video is a powerful media which facilitates the students to learn more and give them the real world situation. Videos
can also increase students’ motivation because video have some special attributes
that the other media do not have Smaldino, 2012. Therefore, pointing at the uniqueness in the videos itself, he also states that there are seven advantages from
the use of videos in teaching learning process; those are motion, risk-free observation, dramatization, affective learning, problem solving, cultural
understanding, and establishing togetherness. Joynt 2008 adds that language model also is one of the advantages of video-based learning. Sherman 2003 also
believes that language model and motivation are also the advantages. Thus, one of the videos was used in CLS 1 is The Toughest Place to be a
Binman. The video was one of documentary series from BBC UK. The Toughest Place to be a Binman is a video which is related to the environment. Through this
video, the audience can see some environment condition differences between London and Jakarta. Through the social and environmental issues which are
presented in this video, the students can improve themselves to have motivation to do better. As Choy 2005 states
that motivation is important for the students’ daily life and also for their future.
This video which is about environment can lead the students to increase their environmental awareness by giving the students environmental knowledge
Dunlap Jones, 2002 as cited in Yadav Pathak, 2013. The awareness will be processed to be environmental attitude and it will lead to pro-environmental
25 behavior. Those two have direct relationship Hines, Hungerford Tomera, 1987,
as cited in Yadav Pathak, 2013 From that perspective, the researcher argues that the video will give students
environment knowledge and motivate the students to be more aware of environment around them which will also lead them to be better people. The students are also
expected to have good environmental experiences after watching this video. The students can do some action related to the environment and social conditions in their
surroundings, such as respecting other people, making environment to stay clean, or doing any campaign about environment.
26
Figure 2.2. The construct of the research
P o
in te
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f S
tu d
e n
ts Li
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d
E x
p e
ri e
n ce
o n
T h
e T
o u
g h
e st
P la
ce t
o b
e a
B in
ma n
i n
C LS
1 Language learners
Students backgrounds
Educational backgrounds
Motivations
Belief about English skills
Weakness Strength
CLS 1 Belief about the
integration Belief about CLS 1
The advantages The disadvantages
Activities Listening activities
Speaking activities
Video-based learning The advantages
The disadvantages Interested teaching
media The Toughest Place to
be a Binman Belief about The
Toughest Place to be A Binman
Using The Toughest Place to be a Binman
Video in CLS 1 Understanding
Any satisfaction Any challenge
Any real action
27
CHAPTER III RESEARCH METHODOLOGY
This section provides research methodology which is used in this research in order to answer the problem formulation in chapter 1. The objective of this
research is to have a better understanding of students’ lived experience after
watching The Toughest Place to be a Binman in CLS 1. There are six sections in this chapter, namely research method, research setting, research participant,
research instrument and data gathering techniques, research analysis, and research procedure.
A. Research Method
This research used qualitative research as the research method. Ary et al. 2010 state that the aim of qualitative research is to find and understand the holistic
picture and depth understanding of a phenomenon. Therefore, this research aimed to draw the holistic picture and get a better
understanding of students’ lived experience after watching The Toughest Place to be a Binman video in CLS 1. In
qualitative research, the researcher must also attempt to understand the participants’
reality. Hence, the intended result is a rich description, so that the researcher can understand the reality which is experienced by the participants. According to Ary
et al. 2010, there are some types of qualitative research. There are many differences types of qualitative research; we consider
briefly eight of the most widely used approaches. Those are basic interpretative studies, case studies, document analysis, ethnography,
